English - Writing

English - Writing Statement of Intent

"To appreciate and apply rich vocabulary and develop a strong understanding of grammar whilst applying creativity using a range of linguistic conventions for reading, writing and spoken language to ensure students can articulate their needs, passions and desires in life."

Talk For Writing - EYFS

At Lea Forest Primary Academy we follow the ‘Talk for Writing’ process in Early Years. The aim is for the children to orally retell stories first - to help them develop their vocabulary base and understanding of story structures before they then apply this to their writing. Children in these year groups receive separate reading and writing lessons.

Early Years use Tales Toolkit to guide children through an interactive process of creating their own story. Making use of props or pictures relevant to children and clear symbols representing character, setting, problem and solution, children are supported to create their own stories.

Nursery use the early writing program Squiggle Whilst You Wiggle . Squiggle Whilst You Wiggle incorporates dance, music and large movements to help children develop the fine muscle control they need for writing.

The English Mastery Approach to Writing- KS1 and KS2

Here at Lea Forest, children in Year 1 and 2 follow the AET English mastery approach, which is closely aligned to what our pupils follow in KS2 (Years 3-6), which is the English Ark Curriculum. Both curriculums are ambitious and provide our pupils with plenty of opportunities to apply the taught skills into shortburst and extended pieces of writing, across a range of genres.

Both curriculums are text-based, so from the very start the children here at Lea Forest receive ample opportunities to engage with high-quality texts and develop a strong command for the written language. Our English curriculum in Years 1-6 follows a 7 part approach to writing, which enables our pupils to make rich connections across the English curriculum. Initially, the children are immersed in the text, then they are given opportunities to analyse the features present within it, considering why they make that text successful to the purpose and audience it serves.

Thereafter, pupils are taught explicit instruction on how to develop and practice certain grammar or punctuation skills before then independently applying this learning to sentences or short burst writes. The children then move onto planning, writing, editing and drafting, before finishing their learning with a published extended piece of writing.

Spelling

At Lea Forest we aim to develop our children into confident spellers so they have the freedom to express themselves through a wide range of vocabulary.

We teach a different spelling discretely through a weekly spelling sessions and daily application. A different spelling rule is taught each a week – through use of engaging lessons and dictation all supported by our virtual spelling platform Spelling Shed (EdShed).

Children are encouraged to use a range of spelling strategies such as use of phonics, syllables, rules, mnemonics and visual aids to help them memorise spellings and apply them accurately to their writing.

SPELLING OVERVIEW 2023-2024.docx.pdf

Handwriting

It is an expectation at Lea Forest that all teachers model using cursive handwriting, within the environment a cursive alphabet is used to support the teaching of the curriculum.

Children in Early Years are exposed to cursive print through the environment and modelling and are given daily opportunities to practise their letter formation and mark making through a variety of different activities both indoors and outdoors with a range of implements. This supports their fine and gross motor development.

From Year 1, the majority of children will transition into books with guided handwriting lines. They will remain in these books to support with their development of letter formation, as well as size and relativity as they move into Year 2. In Year 2, children who show confidence in all of the taught handwriting aspect may transition into books without guides.

From Year 3 children will begin the year with a handwriting assessment. This will be used to track: formation, joins, legibility and speed. Children successful at all four will receive their pen licence. Those who require further support will continue to remain in books with guided handwriting lines. Children with a particular need will also receive weekly transcription interventions.

Handwriting is taught weekly, with constant practise given at the start of each English lesson.